한국어강사채용

• Position Type:
    Teachers/Tchr Dual Language Immersion
  
  
• Date Posted:
    10/24/2023
  
  
• Location:
    All Schools
  
  
• Date Available:
    11/01/2023
  
  

  License and Certification Qualifications:  Meets Georgia certification requirements in early childhood. Gifted certification and/or concentration preferred.

Education Qualifications:  Bachelor’s degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications:  Previous teaching experience preferred.

Skills Qualifications:  Ability to demonstrate advanced level language proficiency in the immersion partner language. This may be assessed as part of the interview process facilitated by an advanced-level user of the immersion partner language or by a formal language proficiency test, such as the Oral Proficiency Interview (OPI) and Written Proficiency Test (WPT) as administered through the American Council on the Teaching of Foreign Languages (ACTFL); knowledge of target language cultural practices and perspectives; knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills in both target language and English; and effective human relations skills.

Primary Responsibilities:  Plan for appropriate learning experiences for students in the Dual Language Immersion Program based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1.        Demonstratecommand of school subjects being taught in the target language.

2.        Develop and prioritize short and long-terminstructional objectives based on district AKS curriculum.
a.        Identify specific prerequisite skills and/orknowledge necessary for Dual Language Immersion students to learn the AKS.
b.        Plan instruction as needed to promote studentmastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determineinstructional needs.
d.        Prepare written lesson plans in the targetlanguage to support instructional objectives of the AKS for students inthe Dual Language Immersion Program.
e.        Plan appropriate assessment of student learningin the Dual Language Immersion Program.

3.        Evaluate, select, and modify resources andactivities in the Dual Language Immersion Program.
a.        Review resources including district corematerials.
b.        Select core materials and other resourcesthat match the AKS.
c.        Select resources that match the learner(s)needs.
d.        Select resources that reflect scientifically-basedresearch on effective instruction.

4.        Provide initial focus for the lesson.
a.        Communicate specific learning objectivesto students in the target language.
b.        Link lesson content to students’ prior knowledge,background experience, and/or real-world application of content.
c.        Capture student attention through activeinvolvement.

5.        Organize content for presentation of thelesson in the target language.
a.        Present information in a logical sequencein the target language.
b.        Organize the presentation of content intoblocks or steps based on the students’ needs and the complexity of thematerial.
c.         Follow research-based organizational planfor content organization, such as anticipatory set, acquisition lesson,guided practice, independent practice, and summarizing.

6.        Utilize scientifically researched effectiveinstructional strategies and methods of providing information for studentsto acquire the learning.
a.        Assess students’ learning of the AKS andprovide specific feedback to students and parents.
b.        Provide collaborative learning opportunitiesto enhance student achievement.
c.        Provide multiple opportunities for distributedguided practice followed by independent practice.
d.        Teach essential content-related vocabularyin the target language.
e.        Utilize a variety of nonverbal/visual representationsof content and skills.
f.          Teach students to summarize theirlearning in the target language.
g.      Teachskills for improving reading andwriting proficiency/literacy across content areas.
h.        Access and/or build students’ backgroundknowledge and experience.
i.        Utilize and teach questioning and cuing/promptingtechniques.
j.        Utilize technology effectively to plan, teach,and assess.
k.       Utilize inquiry-based problem-solving learningstrategies with students in math, science, and target language literacycontent areas.
l.         Teach and require students to set personalgoals for improving their academic achievement.
m.       Teach students to compare and contrast knowledge,concepts, and content.

7.        Provide formative assessment that measuresstudent progress toward AKS objectives.
a.        Monitor students’ progress in learning througha variety of techniques.
b.        Adjust instructional plans based on formativeassessment results.
c.        Provide criteria that allow students to measuretheir own progress toward an objective.

8.        Provide summative assessment that measuresstudent achievement of objectives.
a.        Assess students’ learning of the AKS.
b.        Provide assessments that are appropriatefor the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to student.
e.        Utilize assessment results to plan for subsequentinstruction.

9.        Organize learning environment to maximizestudent time on task.
a.        Organize and arrange classroom to facilitatelearning.
b.        Ensure smooth transitions from one activityto another.
c.        Maintain an orderly system for housekeepingduties including attendance, passes, announcements, distributing and collectingmaterials, and homework assignments.

10.       Maintain behavior that is conducive to learning.
a.        Define and communicate behavior expectationsto students.
b.        Monitor behavior and provide appropriatefeedback to students.
c.        Manage inappropriate behavior effectively.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.          Encourage participation from all students.
g.        Establish mutual respect between teacherand students.
h.        Convey warmth, friendliness, and enthusiasm.

11.        Participate in professional growth and professionallearning activities.
a.         Apply new knowledge and skills acquiredin planning and delivery of student instruction.
b.         Demonstrate evidence of progress towardindividual goals plan.

12.       Maintain professional responsibilities and actas a role model.
a.         Utilize standard written expression andacceptable oral expression both in target language and English.
b.         Demonstrate punctuality to class, to assignedduties, and to other school activities.
c.         Submit records, reports, and forms accuratelyand promptly.
d.         Provide clear plans for substitute teachers.
e.        Maintain regular attendance.
f.          Demonstrate a willingness to shareideas, methods, and materials.
g.        Cooperate with staff and support the developmentof activities and goals of the school.
h.         Encourage positive school and home communications.

13.       Perform other duties as assigned.     

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Description:

The following Sessional Lecturer positions are available in the Department of Language Studies at the University of Toronto Scarborough for the Winter 2024 academic session. This posting is in accordance with the Collective Agreement between The Governing Council of the University of Toronto and the Canadian Union of Public Employees, Local 3902 (Unit 3). In accordance with the Collective Agreement, this posting is being sent as an email notification to all applicants in the Department’s Applicant Pool: all Sessional Lecturers who are teaching for the Department during the current academic year or who have taught for the Department since September 1, 2005, and all persons who have submitted an application within the past thirty six months.

Application Process:

All pool members who wish to be considered for a particular position must submit an application to Professor Sebastien Drouin, Interim Chair, Department of Language Studies, University of Toronto Scarborough using the online application system found at https://www.utsc.utoronto.ca/webapps/cupehiring/dept/ls/app/sl

Note: applications submitted through SuccessFactors will not be accepted. 

Appointment Dates:January 8, 2024 to May 3, 2024

Sessional Dates (including exam periods):https://www.utsc.utoronto.ca/registrar/fall-2023-winter-2024-academic-dates

Course Schedule and Delivery Method listed on our Timetable: https://www.utsc.utoronto.ca/registrar/timetable  

Course Description:

LGGA12H3 – Beginner Korean II 

Beginner Korean II is the continuation of Beginner Korean I. Designed for students who have completed Beginner Korean I, the course will build upon and help to solidify knowledge of the Korean language already learnt. Additional grammar patterns, as well as commonly used vocabulary and expressions will be covered. Further weekly cultural titbits will also be introduced to assist and enrichen the language learning experience. The overall aim of the course is to give students a stronger grasp of beginner level Korean, prepare them for higher levels of Korean language study, increase their knowledge of contemporary Korean culture and enable them to communicate with Korean native speakers about daily life.

Estimated enrolment: 30

Qualifications:

Native or near-native fluency in Korean.
M.A. in Korean languages, Linguistics, Teaching a Foreign Language, Second Language Acquisition, or equivalent. ABD (Ph. D.) preferred.

Preference will be given to candidates with experience teaching Korean language courses at the introductory or intermediate levels.

Duties:

All normal duties related to the design and teaching of a university credit course, including preparation and delivery of course content; development, administration and marking of assignments; calculation and submission of grades; holding regular office hours.

Salary: in accordance with the current CUPE 3902 Unit 3 Collective Agreement, the stipend rate for a half course (Y, F or S), inclusive of vacation pay, will be the following. Rates for replacement Sessional Lectureres will be prorated.:  

Sessional Lecturer I- $9,182.42

Sessional Lecturer I LT – $9,641.55

Sessional Lecturer II- $9,826.96

Sessional Lecturer II LT- $10,025.84

Sessional Lecturer III- $10,060.93

Sessional Lecturer III LT- $10,262.15

Please note that should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail.  

Closing Date: 11/10/2023, 11:59PM EDT

Lector/Senior Lector I, Korean

募集要項

Online Korean Teachers (freelance)
$20-$25 per hour

Job description:
As a LingoCircle instructor, you will teach children 3 to 15 years old remotely using a communicative method, leveraging your creativity to maintain high levels of motivation and engagement with all children in a virtual setup. Our classrooms have a maximum of 5 children. Training and access to our team of childhood education experts is provided.

Job requirements:
– Native Korean speaker
– Fluent or intermediate level in English
– Warm, loving, creative with a positive attitude and appreciation of children.
– Bachelor degree
– Minimum 2 years classroom or teaching experience – teaching experience with children is a plus.
– Foreign language teaching certificate a plus.
– Must be comfortable working with children 3 to 15 years old.
– Willing to commit to a regular weekly working schedule
– Comfort and proficiency with technology and eagerness to experiment with new tools
Weekly Working hours:

4-8pm (Eastern Time) and/or Saturdays/Sundays (Flexible, depends on your free time)
All materials and class content are provided
Who should apply:
You love children, you love teaching. You want a flexible schedule and additional income.
We offer:
-Work according to your own flexible schedule.
-Experience of teaching students from all over the world.
-Training teaching to children online and access to childhood education experts
-Friendly and creative international team.
-Work from anywhere

About Role

Dulwich College Suzhou (DCSZ) seeks an inspirational and innovative educator to join Senior School from August 2024. This is an excellent opportunity to make a difference in our fast-growing school in Suzhou, one of China’s most vibrant cities. At DCSZ children in Senior School are aged 11-18.

Our School

Dulwich College Suzhou opened in 2007 and is recognised as the leading international school in the region. Our College is a Co-Educational Day School for students from Age 2 to 18. We have 800 students, spanning over 30 nationalities, with 420 students in Primary School (Nursery to Year 6) and 380 students in Senior School.

Dulwich College Suzhou is academically selective and follows an enhanced British and international curriculum, adapted for the needs of our international student body.

Across Primary School there is an inquiry enhanced British Curriculum. Students in Years 10 and 11 follow the IGSCE curriculum and the IB Diploma Programme (IBDP) or IB Career related Program (IBCP) in Years 12 and 13. Our graduates go on to study at leading universities in the UK, USA, Canada, Korea, and around the world. Our average IB results for the Class of 2022/23 is 37.5 with a 100% pass rate and 45% of our students scoring between 40 – 45. One of the most formidable statistics here is having the highest amount of bilingual diplomas in the group, showing how skilful our college is in supporting children of non-native English speakers. This reflects why we are the first school in Asia to achieve ‘Language Friendly School’ certification. In 2023 two of our students attained ‘Top of the World’ IGCSE marks in Additional Mathematics and Chinese as a Second Language.

The primary teaching language is English, with a dual language approach in Mandarin and English in the early years (ages 2 to 7). To ensure our students will thrive, we assess the level of English of non-native speakers before an admissions decision is made. Our Mandarin programme is streamed and caters to all abilities. In addition, we understand that language and culture are integral to the identity of our students. We ensure that our learning environments are inclusive, honouring the diverse language backgrounds of all of our students.

Our academic curriculum is complemented by rich co-curricular programmes. We prioritise holistic education and academic excellence, tradition & innovation, sustainability, and community.

The close collaboration among our Colleges and with the founding school, Dulwich College in London, gives our students and staff unique opportunities to participate in network events and benefit from the group’s relationships with leading educational and artistic organisations. Suzhou is called the ‘Venice of the East’ and Sustainability is one of our core values, cemented by the wonderful holistic opportunities in the community and across the group, be it Green School Bali, HIF school in Switzerland and much more. Cultivating a ‘pioneering spirit’ that enables our students to be effective global citizens across the community and passionate lifelong learners is why we are pioneering programs like the IBCP and developing bespoke inquiry programs. We are a growth mindset organisation which prides itself on investing in award winning professional development and care for our staff and students, which is why our pastoral programs were shortlisted in the top three best pastoral program awards recently. Dulwich College Suzhou is a place where we foster passion, compassion and perseverance across the community.

Our Teaching Profile (International School)

TEACH WORLDWISE

At Dulwich College International, students come first. And because teachers play an extraordinary role in nurturing our students to become confident, curious and knowledgeable global citizens, we look to recruit the very best practitioners in international education who are passionate about unlocking the potential of our students.

Our teachers nurture and inspire their students today to make a positive difference in the world – living fully, living responsibly, and living sustainably. We empower our Teachers to Live Worldwise.

Our Vision For Teachers

Worldwise Teachers:

• Put students first in all they do

• Display a positive attitude, adaptability and open-mindedness

• Show professional initiative and perseverance

• Are truly collaborative and display highly developed communication skills

• Are committed to internationalism and equity

• Are committed to sustainability and global citizenship

Worldwise teachers believe in:

• The right of every student to be safe, supported and nurtured

• Evidence-based and innovative pedagogy

• Personalised and differentiated student learning

• Setting high expectations for every student

• Empowering students to reach their own goals

• High levels of student motivation and engagement

A Worldwise Teacher’s Learning Principles:

Learning is effective when it:

• is relational

• has a clear purpose

• is adapted and applied

• is personalised

Post-holder Qualifications, Experience

THE SUCCESSFUL CANDIDATE

DCSZ is a well-resourced school with highly motivated and academically successful students. Successful applicants will be enthusiastic about the ethos and values of Dulwich International. An attractive and competitive remuneration package will be offered to the chosen candidate.

The successful candidate must be

• Bachelor or above degree in relevant subject is required
• At least two years post qualification experience
• PGCE or QTS, Teaching License from non-UK countries are required
•  

How to Apply

To apply for this position you will need to include:

· an application letter

· your CV

· a statement of educational philosophy

· details of three referees from your current and previous employer

· Applications should be submitted through our on-line application system at: https://www.dulwich.org/careers/find-your-career

• For further information please see our website at https://suzhou.dulwich.org/.

The closing date for applications is 30 November 2023.

Interviews will take place as soon as applications are received, therefore early application is encouraged.

Safeguarding Statement

Our College/School is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices, which are aligned to the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, criminal record checks, successful references, as well as due visa and work permit process as required by Chinese law.

Equity Diversity Inclusion Statement

EiM is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. EiM will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. EiM strives to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the EiM mission and its community.

Competencies

Core Competencies

• Passion
• Vision
• Collaboration
• Execution Excellence

Position Overview

Salary range: The salary rate is $66,259 for a 100% appointment ($8,282 per course). The total salary for this one-course appointment will be $8,282.

Application Window

Open date: October 6, 2023

Next review date: Sunday, Nov 5, 2023 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Sunday, Nov 5, 2023 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

Position Description

Part-Time Lecturer: Korean Studies, Winter or Spring 2024

The Department of East Asian Studies at the University of California, Irvine invites applications for the position of part-time lecturer to teach one course in Winter 2024 or Spring 2024. Candidates may teach a course that ranges from premodern to contemporary Korean society, literature, intellectual history, and culture.

Winter quarter service period: 1/3/2024-3/22/2024

Winter quarter pay period: 1/1/2024-3/31/2024

Spring quarter service period: 3/27/2024-6/14/2024

Spring quarter pay period: 4/1/2024-6/30/2024

The annual full-time teaching load is eight courses per year with a full-time annual salary of $66,259 ($8,282 per course). The total salary for this one-course appointment will be $8,282.

Candidates must be legally authorized to work in the United States without the need for employer sponsorship. Candidates must hold a Ph.D. in Korean Studies or related field by the time of appointment.

Submit materials via UC Irvine’s online application system, RECRUIT, located at https://recruit.ap.uci.edu/apply/JPF08702 . Completed applications must contain:

• CV
• Teaching statement
• Teaching evaluations
  
  

Department: https://www.humanities.uci.edu/eastasian

Qualifications

Basic qualifications (required at time of application)

Candidates must hold a Ph.D. in Korean studies or a related field by the time of appointment.

Application Requirements

Document requirements

• Curriculum Vitae – Your most recently updated C.V.
• Teaching Statement – See our guidance for writing a reflective teaching statement .
• Student Evaluations of Teaching
• Inclusive Excellence Activities Statement – Statement addressing how past and/or potential contributions to inclusive excellence will advance UCI’s Commitment to Inclusive Excellence . See our guidance for writing an inclusive excellence activities statement . (Optional)
• Sexual Misconduct, Harassment and Discrimination Declaration Form – All applicants of academic positions at the University of California, Irvine must download, complete, sign, and upload the following form with their application: Sexual Misconduct, Harassment and Discrimination Declaration Form
• Misc / Additional – Any additional documents (optional) (Optional)
  
  

Apply link: https://recruit.ap.uci.edu/JPF08702

Campus Information

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Responsibilities

Language Instructors at the National Security Agency employ the latest principles of adult learning and second language acquisition to design, develop and deliver platform training (including video and directed studies), and/or web-based training for beginning through advanced level language analysts. Description of Position: Our full-time language instructors develop, deliver, assess, and evaluate foreign language training and materials for adult learners primarily at intermediate and advanced levels. Our instructor cadre is encouraged to continue professional development to enhance existing skills and knowledge or expertise through language or training related research or course work and through participation and presentations at conferences, seminars and workshops and other fora. They also partner with individuals in academia, the public and private sectors, and other governmental agencies to develop and refine training components, participate in decision-making policy and craft guidelines to enhance language training and performance assessment on the individual and program levels. – Design, develop, document, and deliver training courses ranging from one day to six weeks. – Design, develop, and administer tests and provide feedback on test performance. – Incorporate training technologies in course development and delivery. – Conduct and participate in needs assessments for training and development. – Prepare transcripts and translations (verbatim or extracts) of voice material in the target language.

Job Summary

NSA’s College of Language and Intelligence is seeking language professionals with Russian, Ukrainian, and/or Korean language skills to join an energetic faculty of talented instructors. Our diverse staff provides global and operational language training in response to mission and agency requirements to keep current with changing world events.

Qualifications

The qualifications listed are the minimum acceptable to be considered for the position. Degree in any field is acceptable. At least one year of relevant experience must be in either: language instruction (formal or informal) at a secondary level or higher, or identifying and developing authentic materials to support language learning objectives. Additional relevant experience may include designing, developing, or evaluating course content in the relevant subject matter; assessing student performance; instructional systems design (ISD); or language-related experience in an area directly related to NSA mission. Applicant must have minimum language proficiency of Interagency Language Roundtable (ILR) Level 3/3 in reading and listening in the target foreign language for which the applicant is being considered. In special cases (for example, hard to fill positions in critical or less-common languages/dialects) where no viable applicants are available with the minimum language proficiency level required, applicants with ILR Level 3 in one mode and 2+ in the other will be considered, but will be required to reach Level 3/3 within 2 years. FULL PERFORMANCE Entry is with a high school diploma or equivalent plus 3 years of relevant experience, or an Associate’s degree plus 1 year relevant experience. SENIOR Entry is with a high school diploma or equivalent plus 6 years of relevant experience, or an Associate’s degree plus 4 years relevant experience, or a Bachelor’s degree plus 2 years of relevant experience.

Competencies

The ideal candidate will be proficient in a critical language. Will possess strong communications skills and effective interpersonal skills. As well as: – Interpreting cultural references and the meaning of foreign language material including, acronyms, jargon, slang, idioms, and proverbs specific to a particular language. – Exhibiting subject matter expertise related to a country, region, or people. – Evaluating language proficiency (reading, listening, speaking, and writing). – Determining difficulty level of written and aural language materials.

Pay, Benefits, & Work Schedule

Salary offers are based on candidates’ education level and years of experience relevant to the position and also take into account information provided by the hiring manager/organization regarding the work level for the position. Salary ranges vary by location and work level. This position is hiring for Maryland. Salary Range: $78,592 – 172,075 (Full Performance, Senior) Typical work schedule is Monday – Friday, with basic 8hr/day work requirements.

How to apply

Apply soonest, as job postings can close earlier than stated end dates due to changes in requirements. It is important to review and note the minimum qualifications, as only those applicants who meet the required qualifications will be contacted to continue the employment process. Please populate the resume tool to showcase any relevant work experience and education related to the position and answer any applicable screening questions. Information collected will be used to determine eligibility, and failure to provide accurate information may result in disqualification for this position. A confirmation email will be sent after submission of the first application and also after any future updates to submitted applications. **Due to time sensitive communications regarding applications, please ensure your spam filters are configured to accept email from noreply@intelligencecareers.gov. For job vacancies that include stated testing requirements, also include the following: @uwe.nsa.gov, @nsa.gov, and @pearson.com** U.S. Citizenship is required for all applicants. NSA is an equal opportunity employer and abides by applicable employment laws and regulations. All applicants and employees are subject to random drug testing in accordance with Executive Order 12564. Employment is contingent upon successful completion of a security background investigation and polygraph. Reasonable accommodations may be provided to applicants with disabilities during the application and hiring process where appropriate. Please visit our Diversity link for more information https://www.intelligencecareers.gov/NSA/diversity-and-inclusion.

DCIPS Disclaimer

The National Security Agency (NSA) is part of the DoD Intelligence Community Defense Civilian Intelligence Personnel System (DCIPS). All positions in the NSA are in the Excepted Services under 10 United States Codes (USC) 1601 appointment authority. DoD Components with DCIPS positions apply Veterans’ Preference to eligible candidates as defined by Section 2108 of Title 5 USC, in accordance with the procedures provided in DoD Instruction 1400.25, Volume 2005, DCIPS Employment and Placement. If you are a veteran claiming veterans’ preference, as defined by Section 2108 of Title 5 U.S.C., you may be asked to submit documents verifying your eligibility.